Working in Partnership Creative Competences in CAMHS在CAMHS创意能的合作伙伴的关系

1、tiffany carecouncil member: british association of art therapistssenior art psychotherapist, north west wales nhs trustchristine volneysenior art psychotherapist, conwy children and families social servicesrole of the art therapist in specialist camhsstate registered with the health professions coun

2、cil. hpc/ british association of art therapists code of ethics.evidence based practice including:assessmentindividual therapeutic workfamily art therapyparenting support (including supplementary sessions for webster stratton course)groupsstaff trainingconsultationclinical supervisionmentoring studen

3、ts, volunteers, assistantsstep 1: engaging young peoplewe cant hope to achieve changeunless we engage young people.at national level, neither children and young people who have experienced mental health problems nor their parents or carers have a voice national camhs review (nov 2008)art is an acces

4、sible medium through which even the most vulnerable young person can be enabled to communicate and get their voice heard.young peoples ideas 1. question time regarding the school bullying policy opportunity to ask questions to deputy head and headmaster. 2.train teachers to be aware of bullies &

5、 their victims. 3.posters around school with information on what to do if you are bullied/see someone getting bullied.4.peer support. 5.more people on duty in the yard and corridor during dinner time6.cctv7.school council8.make a video to show how bad it feels to be bullied9.assembly10.stories11.pic

6、tures (especially in the corridor to the canteen)12.helpline advert/ nspcc publicity13.local papers to promote14.song about bullying15.self defense16.leaflets17.theatre/ bullying drama18.poems19.badges20.pictures on gym bags we are beating the bullies21.wear your own clothes at school23.beat bullyin

7、g slogan24.beat the bully pens and pencil cases25.anti-bullying wrist bands (blue/ navy like school colours) 26.school text/ mobile phone buddy support service27.6th formers assigned to people being bullied28.hire bully busters29.investigate the situation better 30.punishments should be stricter31.t

8、eachers should see us every week to find out if anyones getting bullied.32.teachers should pay more attention to what people say!33.teachers should try to understand and respect us the way we respect them.34.teachers shouldnt accuse people of doing something unless they are sure the pupils have done

9、 wrong.35.provide lockers for privacy36.provide a graffiti room37.get a prize if you stop bullying38.get a special teacher to talk to the bullies 39.separate the victims40.get a bully box on all the corridors 41.have a lesson/ sessions on bullying42.police and school to be more involved in workshops

10、.43.take a gang of bullies to a prison44.have a club for the people who are getting bullied 45.have a club for bullies46.reward people for good behaviour if they stop bullying47.support for the bullies 48.teachers should tell the bullys parents step 2: guidance boys and young men in particular often

11、 prefer activity-focused interventions to help them, rather than talking therapies we therefore recommend further development of these services as part of a comprehensive range of provision for mental health and psychological well-being (p.45). final report of the national camhs review (nov 2008) cr

12、eative and innovative practice should also be encouraged, taking into account the views and wishes of the users of the service, and subject to the process of audit and evaluation. (p.42).the national service framework for children, young people and maternity services (oct 2004)step 3: advertisingwe

13、are doing a antibullying dvd to help raise awareness of bullying. we need people to come and help. the group is in mrs ffion wyn jones room (5,5) on the wednesday the 28th of march at 1:10 thank you! rydan ni yn neud dvd am bwlio i helpu stopio bwlio. rydan ni eishio pobol i dod a helpu ni. maer grw

14、p i mewn ystafell mrs ffion wyn jones (5,5) ar 28 o mawrth ar dydd mercher 1:10diolch! step 4: creating a narrativenarratives and scriptsstep 7: filming filming took 3 months. it took an average of 2 hours to make 2 minutes of footage. every scene had to be filmed from different angles. there was a

15、need to rehearse scenes and support the young people to learn set directions (where to stand), lines, and acting skills. the young people were allowed time out of lessons to participate. step 9: launchmaking a digital storyintroductionssession boundaries agreed with groupchildline infolaptopsound ed

16、iting programme audacitymp3 encoder lamewindows movie makerother equipmentdrinks & biscuitsmic/ digital usb audio recorderheadphonesbasic art materialssafeguarding/ risk assessmentknow child protection routes/ support resources for referralremain focussed on your aims work to an appropriate leve

17、lbe informed. make sure you have experienced the technique you are asking others to do.step 10: feedback (from the cast)seeing how a films madetrying to stop bullyingbeing part of a grouphaving a laughmaking new friends missing lessonseverythingi enjoyed watching the end product of the filmand how i

18、t had moved people and had an effect on them. that made it worthwhile.the 12 steps1.engaging young people gaining ideas2.guidance review/ professional liaison3.advertising and partnership working4.create a narrative5.develop narrative - write script6.auditions7.filming8.editing9.launch10. feedback11

19、. multi-agency networking and promotion12. training provisionembedding sustainability .there may also be training requirements for practitioners, to ensure that they have thenecessary skills and understanding to translate the evidence base into sensitive practice with a child and family (p.91). final report of the national camhs review (nov 2008)step 12: mul